How a nation opened its arms to refugees

Fascinated by Polish hospitality extended to Ukrainian refugees, Tory Baucum delves into its nature.

Tory Baucum

Tory Baucum is the director of the Benedictine Center for Family Life, Benedictine College, in Atchison, Kansas.

A helper in a yellow vest reaches up to a open train carraige window while offering a bottle. The side of the carraige is covered in graffiti.

A Polish volunteer hands water to Ukrainian refugees at Przemyśl, Poland.

Mirek Pruchnicki, CC BY 2.0, via Wikimedia Commons.

How does one explain three million refugees in Poland but not one refugee camp? Even the experts find it hard. Dr Marc Gopin of the Carter School for Peace and Conflict Resolution at George Mason University, and a world expert on refugee crises, says in 30 years of work among refugees he has never seen anything like it.

In December 2022 I was visiting early responders near the Ukrainian-Poland border. One man (whom I’ll identify as Slawomir) was particularly heroic in his efforts to whisk fleeing Ukrainians to safety. Upon introduction, he asked if I wanted to know how he did it. I replied,

“What I really want to know is why? Why did you risk your livelihood, even your life, to rescue people whom you did not know? Indeed, even people with whom you share a hard and sometimes bitter history?”

He had no answer. He could only manage a shrug and murmured,

“I just had to.”

This conversation, with variations, could be told repeatedly. By all the accounts I’m aware of Poles are acting inexplicably heroically. It merits investigation and understanding beyond the anecdotal.

So why then has Poland played such a heroic role in this global crisis?

One answer I’ve by given Poles, is that they have experienced what the Ukrainians themselves are now going through. Their own history of PTSD has primed them to empathize with effects of the shock and awe of an aggressor’s invasion - indeed, of Russian invaders. A scholar at the Jagillonian University said to me of their two 20th Century invaders - the Germans and Russians - most Poles preferred the Germans. Having just visited Auschwitz I found that incredible. “Oh, the Nazi’s were wicked, but they were civilized in their wickedness. Russians show no constraint whatsoever,” she said.

Poles also know abandonment, such as when they fended for themselves as the neighbourhood bullies took turns pounding them. The 1944 Warsaw Uprising, ending in the razing of Warsaw, could have been averted if the West had intervened. But Poles were betrayed by those they believed were friends, or at least, allies. We weren’t. So, Poles are constitutionally unable to simply stand by and watch atrocities. But other European neighbours can and still do.

So what makes the Poles’ response so extraordinary beyond its rarity?

As we probe deeper - beyond collective experience - we hit Polish character. Character is durable. Ever since the late 18th century when Poland was partitioned by three neighbouring Empires (Prussian, Russian and Austria-Hungarian), Poles have been in survival or nearly survival mode. In the 1770s Swiss political theorist Jean Jacques Rosseau wrote an epistolary tract warning the Polish government that if these empires succeeded in “eating you then you must never let them digest you.” For nearly two hundred years the Poles learned that culture and faith keep a people together when even the state buckles. Culture and faith make a people indigestible. These lessons, learned in the crucible of multiple failed uprisings and even death camps, steel the Polish people to do the truly remarkable deeds the world now witnesses.

Poland’s long partitioning and occupation baked in their collective experience. At his recent visit to Kyiv and Warsaw American President Joe Biden singled out the Poles for their heroism. It was a first in this particular crisis.

But can we dig deeper still for an answer to why Poles have acted in such a remarkably generous manner?? For it’s not only singular and durable but it’s also a theological response. This answer requires a little history to absorb.

Many Polish people possess a heroic - even radical - hospitality. The ultimate cause of Polish homes, hostels and hotels welcoming the stranger can be proffered: their faith in God. The Poles have a saying:

“When a neighbour is under your roof then God is under your roof.”

In the 12th century Boleslav the Bold had Bishop Stanislav murdered while celebrating mass (let the English understand). The Poles turned against their king and embraced Stanislav as their martyr and patron. To be received back into the good graces of his people, Boleslav placed a Benedictine foundation in every Cathedral of the land. Rule 53 of Benedict’s Rule states that monks are to receive every stranger as Christ. The common saying of the Poles (if a neighbour is under your roof then God is under your roof) has its roots in this ancient act of royal penance. This Christian practice of hospitality was the core strategy of the Christianization of Poland. In the history of Benedictine evangelization through Christian hospitality we’ve finally hit the bedrock of the Polish response.

They understand people need not only justice but also transcendence in order to flourish. Or even survive.

However, it would be a stretch to say the Poles’ extraordinary response to their neighbours in need of shelter is simply the triumph of the distinct Benedictine character or even more genetically of Catholic sensibilities. Nothing this complex is that simple. All these factors are integrated in this moment. But after five visits to Poland since the third day of the initial invasion, I’ve concluded the Poles are, by and large, a uniquely virtuous people. Not morally virtuous - original sin is distributed evenly, even amongst Poles. But they are theologically virtuous: they are people shaped by faith, hope and love. They understand people need not only justice but also transcendence in order to flourish. Or even survive.

Their great 20th Century saint, Pope John Paul II, during the Stalinist occupation, taught them the practices of Domestic Church. The domestic church is nothing less than the family faced outward in love. Christianity began as a domestic movement. Writing to residents of Rome, St Paul greets the Christians who gather weekly in each other’s homes). In moments of great distress Christians have been known to revert to these root realities, these primal instincts. Not always, of course. But in February of 2022 and for the many following months they have. In Poland.

We are sitting on the most amazing story the world has mostly not heard about. I’m grateful to tell the world what I’ve seen unfold before my very eyes. I wish my telling was adequate to the Poles’ heroism. For as they modestly tell it “we just have to.”

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Education

Leading

26 July 2024

5 min read

Why I teach over my students’ heads

Successful teaching is a work of empathy that stretches the mind.

James K.A. Smith

James is a philosopher, cultural critic and author.

A blackboard covered in chalk writing and highlights.

James's chalkboard.

I’ve been teaching college students for almost 30 years now. As much as I grumble during grading season, it is a pretty incredible way to make a living. I remain grateful.

I am not the most creative pedagogue. My preference is still chalk, but I can live with a whiteboard (multiple colors of chalk or markers are a must). Over the course of 100 minutes, various worlds emerge that I couldn’t have anticipated before I walked into class that morning. (I take photos of what emerges so I can remember how to examine the students later.) I think there is something important about students seeing ideas—and their connections—unfold in “real time,” so to speak.

I’ve never created a PowerPoint slide for a class. I put few things on Moodle, and only because my university requires it. I’ve heard people who use “clickers” in class and I have no idea what they mean. I find myself skeptical whenever administrators talk about “high impact” teaching practices (listening to lectures produced the likes of Hegel and Hannah Arendt; what have our bright shiny pedagogical tricks produced?). I am old and curmudgeonly about such “progress.”

But I care deeply about teaching and learning. I still get butterflies before every single class. I think (hope!) that’s because I have a sense of what’s at stake in this vocation.

I am probably most myself in a classroom. As much as I love research, and imagine myself a writer, the exploratory work of teaching is a crucial laboratory for both. I love making ideas come alive for students—especially when students are awakened by such reflection and grappling with challenging texts. You see the gears grinding. You see the brow furrowing. Every once in a while, you sense the reticence and resistance to an insight that unsettles prior biases or assumptions; but the resistance is a sign of getting it. And then you see the light dawn. I’m a sucker for that spectacle.

This is how the hunger sets in. If you can invite a student to care about the questions, to grasp their import, and experience the unique joy of joining the conversation that is philosophy.

Successful teaching is, fundamentally, a work of empathy. As a teacher, you have to try to remember your way back into not knowing what you now take for granted. You have to re-enter a student’s puzzlement, or even apathy, to try to catalyze questions and curiosity. Because I teach philosophy, my aim is nothing less than existential engagement. I’m not trying to teach them how to write code or design a bridge; I’m trying to get them to envision a different way to live. But, for me, it’s impossible to separate the philosophical project from the history of philosophy: to do philosophy is to join the long conversation that is the history of philosophy. So we are always wresting with challenging, unfamiliar texts that arrive from other times that might as well be other planets for students in the twenty-first century.

So successful teaching requires a beginner’s mindset on the part of the teacher, a charitable capacity to remember what ignorance (in the technical sense) feels like. To do so without condescension is absolutely crucial if teaching is going to be an art of invitation rather than an act of alienation. (The latter, I fear, is more common than we might guess.)

Such empathy means meeting students where they are. But successful teaching is also about stretching students’ minds and imaginations into new territory and unfamiliar habits of mind. This is where I find myself especially skeptical of pedagogical developments that, to my eyes, run the risk of infantilizing college students. (I remember a workshop in which a “pedagogical expert” explained that the short attention span of students required changing the PowerPoint slide every 8 seconds. This does not sound like a recipe for making students more human, I confess.)

That’s why I am unapologetic about trying to teach over my students’ heads. I don’t mean, of course, that I’m satisfied with spouting lectures that elude their comprehension. That would violate the fundamental rule of empathy. But such empathy—meeting students where they are—is not mutually exclusive with also inviting them into intellectual worlds and conversations where they won’t comprehend everything.

This is how the hunger sets in. If you can invite a student to care about the questions, to grasp their import, and experience the unique joy of joining the conversation that is philosophy, then part of the thrill, I think, is being admitted into a world where you don’t “get” everything.

This gambit—every once in a while, talking about ideas and thinkers as if students should know them—is, I maintain, still an act of empathy.

When I’m teaching, I think of this in a couple of ways. At the same time that I am trying to make core ideas and concepts accessible and understandable, I don’t regret talking about attendant ideas and concepts that will, to this point, still elude students. For the sharpest students, this registers as something to learn, something to be curious about. Or sometimes when we’re focused on, say, Pascal or Hegel, I’ll plant little verbal footnotes—tiny digressions about how Hannah Arendt engaged their work in the 20th century, or how O.K. Bouwsma’s reading of Anselm is akin to something we’re talking about. The vast majority of students won’t be familiar with either, but it’s another indicator of how big and rich and complicated the intellectual cosmos of philosophy is. For some of these students (not all, certainly), this becomes tantalizing: they want to become the kind of people for whom a vast constellation of ideas and thinkers are as familiar and present as their friends and cousins. This becomes a hunger to belong to such a world, to join such a conversation.

This gambit—every once in a while, talking about ideas and thinkers as if students should know them—is, I maintain, still an act of empathy. To both meet students where they are and, at the same time, teach “over their heads,” is an invitation to stretch into new terrain and thereby swell the soul into the fullness for which it was made. The things that skitter just over their heads won’t be on the exam, of course; but I’m hoping they’ll chase some of them for a lifetime to come.

This article was originally published on James K A Smith’s Substack Quid Amo.